geometry: fun figures & fine lines...2004 core knowledge® national conference, geometry: fun...

2004 Core Knowledge® National Conference, Geometry: Fun Figures & Fine Lines, Grade 2

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GEOMETRY: FUN FIGURES & FINE LINES Grade Level: Second Grade Presented by: Gami Hood, Canton Charter Academy, Canton, Michigan Length of Unit: Six Lessons (approximately 9 days) I. ABSTRACT

This unit uses a variety of teaching strategies to involve students in learning about solid and plane figures as well as lines and segments. The mathematics concepts in this unit are integrated with visual art, history/geography, and language arts topics. Students will use math skills such as adding, subtracting, and measuring to explore geometry. While working on this unit students will learn how and why certain elements of geometry are used in their everyday lives. Traditional mathematics practice activities and written assessments are paired with experiences that provide students an opportunity to apply their knowledge of geometry to the other content areas.

II. OVERVIEW

A. Concept Objective(s): 1. Understand the differences between two-dimensional and three-dimensional

space 2. Understand the forms and functions of geometric figures and elements 3. Understand that symmetry is a natural phenomenon

B. Content from the Core Knowledge Sequence: p. 58 1. Plane figures 2. Solid figures 3. Points, lines, and segments 4. Symmetry

C. Skill Objectives: 1. Identify, describe, and classify two-dimensional shapes and three dimensional

forms 2. Identify, describe, and create congruent and symmetrical shapes 3. Recognize and describe parallel and perpendicular lines 4. Identify the attribute to be measured and select the appropriate unit of

measurement for length and perimeter 5. Locate and label points on a line 6. Recognize, describe, and extend geometric patterns

III. BACKGROUND KNOWLEDGE

A. For Teachers: 1. Burns, Marilyn. I Hate Mathematics! Book. Boston: Little, Brown and Company, 1975. 0-329-13519-8. 2. Hirsch Jr., E.D. What Your Second Grader Needs to Know. New York: Dell Publishing, 1999. 0-385-31843-X. 3. Van de Walle, John A. Elementary and Middle School Mathematics. New York: Addison Wesley Longman, Inc., 1998. 0-8013-1866-1.

B. For Students: 1. Core Knowledge Sequence p. 36. First Grade—identify and draw basic plane

figures: square, rectangle, triangle, and circle 2. Core Knowledge Sequence p. 36. First Grade—describe square, rectangle,

triangle according to number of sides


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3. Core Knowledge Sequence p. 36. First Grade—identify basic solid figures: sphere, cube, cone

IV. RESOURCES

A. What Your Second Grader Needs to Know B. The I Hate Mathematics! Book C. The Greedy Triangle D. How Groundhog’s Garden Grew

V. LESSONS

Lesson One: Plane Figures, Flatly Speaking A. Daily Objectives

1. Concept Objective(s) a. Understand the differences between two-dimensional and three

dimensional space b. Understand the forms and functions of geometric figures

2. Lesson Content a. Plane figures

3. Skill Objective(s) a. Identify, describe, and classify two-dimensional shapes and three

dimensional forms b. Identify describe, and create congruent shapes

B. Materials 1. Pre-Assessment: Geometry Survey (Appendix B) 2. Congruence Card Pairs (Appendix C) 3. The Greedy Triangle picture book

C. Key Vocabulary 1. Congruence: Having the qualities of the same size and shape 2. Congruent: Figures that are the same size and shape 3. Interior: The inside of a shape 4. Exterior: The outside of a shape

D. Procedures/Activities) 1. Tell students they will be studying a certain kind of mathematics called

geometry. Also tell them that they already know a lot about geometry and that they are going to learn the official mathematical terms for some of the things that they know.

2. Ask them to do their best in filling out a Geometry Survey which is the pre-assessment (Appendix B).

3. Collect the pre-assessment when all students are finished for later evaluation. 4. Discuss some of the items from the pre-assessment with the class and tell them

about congruence. 5. Explain how to play the congruence match game (Appendix C) and then allow

the students to play until all students have found their partner(s). 6. Briefly discuss the game while collecting materials and have students return to

their desks. 7. Teach the new concepts/terms interior and exterior through direct instruction. 8. Read and discuss The Greedy Triangle picture book.

E. Assessment/Evaluation 1. Pre-Assessment: Geometry Survey (Appendix B)/Evaluate by checking for

accuracy on each item. Plan a time to work with small groups of students who


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need extra review with naming and identifying plane figures (this is review from kindergarten and first grade).

2. Informally assess students’ understanding of congruence by observing how well they play the congruence match game.

3. Informally assess students’ understanding of interior and exterior by drawing a large rectangle on the board and asking students to come up and write numbers, letters, or shapes in the interior or exterior of the large rectangle. Then ask other students to tell the location of some of the items their classmates have written on the board. Review these terms at the beginning of lesson two if necessary.

Lesson Two: Perimeter: All Around the Garden A. Daily Objectives

1. Concept Objective(s): a. Understand the forms and functions of geometric figures

2. Lesson Content: a. Measure perimeter of squares and rectangles in inches

3. Skill Objective(s): a. Identify the attribute to be measured and select the appropriate unit of

measurement for length and perimeter b. apply measurement to describe the real world and to solve problems c. Explore scale drawings, models, and maps and relate them to measurement

of real objects B. Materials

1. masking tape 2. yard stick 3. rulers 4. mini-stampers or small incentive chart stickers 5. construction paper 6. Perimeter: All around the Garden worksheet Appendix D 7. How Groundhog’s Garden Grew picture book

C. Key Vocabulary 1. Perimeter: the distance around a plane figure 2. Plane: level flat surface 3. Scale: ratio of reduction or enlargement in a map D. Procedures/Activities

1. Before the lesson measure a rectangle (4 yds. X 2yds.) and mark it with masking tape on the floor in your classroom or nearby hallway.

2. Make ten flower, vegetable, or plant models out of construction paper. These should be about the size of an 8 ½” x 11” piece of paper.

3. Prior to the math lesson read and discuss How Goundhog’s Garden Grew. 4. At the start of the actual lesson grasp attention by telling students they are going

to help Groundhog solve a gardening problem using math. Refer them to the rectangle marked on the floor.

5. Invite students to join around the rectangle and tell them that this is the size of one of Groundhog’s planting beds for his garden.

6. Ask students how we can figure out how big it is, discuss possibilities and determine unit of measurement.

7. Using a yardstick, measure the rectangle (in yards) and mark the length of the sides.

8. Teach students that the distance around plane figures, such as this rectangle garden, is called the perimeter.


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9. Ask students to help you devise a number sentence for the perimeter of Groundhog’s garden, write in on the board and solve.

10. Explain that Groundhog wants to plant, one-per-yard, a fruit or vegetable plant all the way around the perimeter of his garden. How many will he need?

11. Call on volunteers to use the construction paper flowers, vegetables, plants and the yard stick to place them in the rectangular garden.

12. Have students return to their desks to work on the worksheet—Perimeter: All around the Garden (Appendix D). Explain directions and point out/explain the map scale. Help students as they work individually. When they are done solving the problems invite them to use mini-stampers or small incentive chart stickers to show as plant representations on their worksheet.

E. Assessment/Evaluation 1. Collect the worksheet and assess for accuracy. Provide extra practice for

students who need it in a follow up small group lesson.

Lesson Three: Solid Figures: Into the Third Dimension A. Daily Objectives

1. Concept Objective(s): a. Understand the differences between two-dimensional and three- dimensional space b. Understand the forms and functions of geometric figures

2. Lesson Content: a. Identify solid figures—sphere, cube, pyramid, cone, cylinder—and

associate solid figures with planar shapes: sphere (circle), cube (square), pyramid (triangle)

3. Skill Objective(s): a. Identify, describe, and classify two-dimensional shapes and three-dimensional forms b. Use shapes, shape properties, and shape relationships to describe the physical world and to solve problems c. Recognize, describe and extend geometric patterns

B. Materials 1. solid figure models 2. orange(s) 3. Flashcard Faces Game (Appendix E) 4. common household objects with basic geometric forms 5. knife 6. paper towel/napkins 7. Solids Quiz (Appendix F) C. Key Vocabulary 1. Solid—three-dimensional; not flat 2. Face—each surface of a solid D. Procedures/Activities

1. Prepare Flashcard Faces Game pieces according to directions in Appendix E. 2. Place common geometric shaped objects randomly around the room—including

the orange. 3. Begin the lesson with a discussion of the properties of some plane figures. 4. Show students the solid figure models. Label/name them all. 5. Discuss the similarities between the two-dimensional and three-dimensional

figures.


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6. Play a figure hunt game. Ask students to find items round the room and sort them according to their figure.

7. Use the orange to further relate solid and plane figures by asking, “If I cut this sphere-shaped object, what plane shape would you see?” Have a volunteer draw a circle on the board, cut the orange and show the circle.

8. Explain that each surface of the solid is called a face. While holding up half of the orange, ask, “What is the shape of the bottom of this dome figure?” It has a circular face.

9. Introduce the Face Flashcards Game. 10. Divide students into groups to play. Have a small group work on a particular

figure together and then rotate to a new figure after a short while. 11. Assign homework—tell students that their final project for the geometry unit will

be to make a book. One page of the book will be about solid figures. They should be watching all around them, in class, at home, in the community and trying to identify geometric solid figures. They will write about and illustrate some solid figures they find for the page of their book.

12. Give an example of an architectural feature of the school building (ie. rectangular prism brick pillar holding up the awning at the entrance) to get them thinking.

E. Assessment/Evaluation 1. Informally assess students while they are playing the Faces Flashcard Game 2. On the day following this lesson give a Solids Quiz (Appendix F). Collect and

grade it for accuracy. Provide extra practice for students who need it in a follow up small group lesson.

3. The solid figures book page (to be completed later) will be graded according to the Solid Figures Book Page Rubric (Appendix G).

Lesson Four: Points, Lines, and Segments—Ya’ Get the Point? A. Daily Objectives

1. Concept Objective(s) a. Understand the differences between two-dimensional and three-

dimensional space b. Understand the forms and functions of geometric figures and elements

2. Lesson Content a. Identify lines as horizontal; vertical; perpendicular; parallel b. Name lines and line segments 3. Skill Objective(s) a. Recognize and describe parallel and perpendicular lines b. Locate and label points on a line

B. Materials 1. yarn (two colors) 2. manuscript alphabet cards/banner/sign 3. 2 sentence strip signs with vertical written on them 4. 2 sentence strip signs with horizontal written on them 5. handwriting paper

C. Key Vocabulary 1. Point: an exact spot; it is labeled with a letter of the alphabet 2. Line: this connects two points and goes on forever in both directions 3. Line segment: part of a line 4. Horizontal: qualifier for a line; explains going crosswise from left to right 5. Vertical: qualifier for a line; going up and down

D. Procedures/Activities


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1. Teach students about points, lines, line segments, and how they are named through direct instruction.

2. Assess student understanding by having them volunteer for and discuss a demonstration. Recruit two students to stand some distance away from each other to represent points. Ask students what they will be named? Use a skein of yarn to connect the two points. Ask students what has been created? What is the name of the line segment? Make sure to leave a lot of excess yarn at the end of each of the points so that you can reiterate that a line goes on forever. Pick up the excess tail of yarn and add another point onto each end of the line segment by recruiting new volunteers. Ask students to name the line segments now. Ask them to name certain segments of the line.

3. Explain that there are certain kinds of lines. Draw and describe a horizontal and vertical line. Ask students to look for examples of these in you classroom. Label a few of their examples with a horizontal or vertical sign.

4. Have them practice showing you what horizontal and vertical lines look like with their fingers, arms, legs, or whole bodies.

5. Ask them to look at the alphabet banner for letters that have horizontal and/or vertical line segments. Pass out handwriting paper and have them practice writing the following letters with good examples of vertical lines a few times. (K, M, N, P). Then instruct them to practice writing the following letters with good examples of horizontal lines (A, Zz, f). Next, practice with letters that have examples of both horizontal and vertical lines (Tt, E, H, I,)

E. Assessment/Evaluation 1. Informally assess student understanding throughout the lesson/discussion. 2. Either at the end of this lesson, or before another transition, give to each student,

two pieces of yarn, each a different color (approximately 3” long). Ask students to use one of the colors of yarn to show you an example of a horizontal line. Ask them to use their other color of yarn to show you an example of a vertical line. Circulate around the room to view the students’ work and assess retention. Review the concepts of this lesson as necessary.

Lesson Five: Points, Lines, and Segments—Get ‘em Straight A. Daily Objective(s)

1. Concept Objective(s) a. Understand the differences between two-dimensional and three-

dimensional space b. Understand the forms and functions of geometric figures and elements

2. Lesson Content a. Identify lines as horizontal; vertical; perpendicular; parallel

3. Skill Objective(s) a. Recognize and describe parallel and perpendicular lines

B. Materials 1. Parallel and Perpendicular Lines Venn Diagram (Appendix H) 2. Venn Diagram Rubric (Appendix I) 3. manuscript alphabet sign/banner

C. Key Vocabulary 1. Parallel—a way to describe two or more lines that run side by side and never

meet 2. Perpendicular—a way to describe two or more lines that cross to form a right

angle (looks like an L) D. Procedures/Activities


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1. Review information from the previous day’s lesson. 2. Teach students about parallel and perpendicular lines through direct instruction.

3. Have students look for examples of each type of line throughout the room. Discuss the examples mentioned

4. Tell students they will be working on the first page for their Geometry Book today.

5. Remind students how a Venn diagram works: it is an organizer with sections for characteristics of one thing, or the other, and characteristics of both things.

6. Share the Venn Diagram Rubric (Appendix I) with the class when you are explaining the instructions.

7. Pass out the Parallel and Perpendicular Lines Venn Diagram worksheet (Appendix H) and guide students through completing the graph. Example: the letter z goes on the side for parallel lines, letters Tt go on the side for perpendicular lines, and letter H goes in the middle, it has both parallel and perpendicular lines. Challenge them to include as many letters as they can in each category. Share the rubric for this page with them.

E. Assessment/Evaluation 1. Assess student work on the Parallel and Perpendicular Lines Venn Diagram (Appendix

H) with the Venn Diagram Rubric (Appendix I).

Lesson Six: Symmetry—Nature’s Invention A. Daily Objective(s)

1. Concept Objective(s) a. Understand the forms and functions of geometric figures and elements b. Understand that symmetry is a natural phenomenon

2. Lesson Content a. Identify a line of symmetry b. Create simple symmetric figures

3. Skill Objective(s) a. Identify, describe, and classify two-dimensional shapes and three-

dimensional forms b. Identify, describe, and create congruent and symmetrical shapes c. Recognize, describe, and extend geometric patterns

B. Materials 1. Burns, Marilyn. I Hate Mathematics! Book. Boston: Little, Brown and

Company, 1975. 0-329-13519-8. pp. 95—97 2. Hirsch Jr., E.D. What Your Second Grader Needs to Know. New York: Dell

Publishing, 1999. 0-385-31843-X. pp. 197—199 3. scissors 4. glue 5. markers 6. construction paper (four different colors) 7. apple(s) 8. knife 9. napkins/paper towel 10. Making a Parthenon Picture (Appendix J) 11. Symmetry Book Page Rubric (Appendix K)

C. Key Vocabulary 1. Symmetrical: can be divided into two parts that match 2. Line of symmetry: divides an object into two parts that match

D. Procedures/Activities


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1. Before teaching, read the background information in The I Hate Mathematics! Book pp. 95—97 and What Your Second Grader Needs to Know pp. 197—199.

2. To begin the lesson pre-assess by asking the students to share with you what they know about symmetry.

3. Based on their responses share with them/clarify the concept with examples of symmetrical and non-symmetrical objects drawn on the board. Tell them that the line which divides an object into two matching parts is called a line of symmetry.

4. Be sure to tell them about the fact that symmetry is a natural phenomenon, as mentioned in the readings. Ask them to identify things around the room or building that are symmetrical (ie. Flowers, globe, plant leaves, letters, people).

5. To further this understanding use an apple and cut it through the middle so there is a top and bottom half, as explained in The I Hate Mathematics Book! on page 95. When you make this cut, show the children the top and bottom halves of the apple. They will observe a symmetrical star seed pattern. Ask them to discuss what they observe.

6. Assign homework—for the geometry book the students will make a page about symmetry. They should be watching all around them, in class, at home, in the community and trying to identify symmetrical objects. The students will write about and illustrate some symmetrical objects they find for their page of their book.

7. Re-teach or pre-teach (depending upon when you cover Ancient Greece/visual art/architecture) information about the Parthenon. Use the information from What Your Second Grader Needs to Know pp. 197—199.

8. Guide the students in making a replica of the Parthenon using the direction sheet: Making a Parthenon Picture Appendix J.

E. Assessment/Evaluation 1. Pre-assess through discussion/brainstorming—what do students know about

symmetry. Clarify concept through lesson. 2. Informally assess understanding of symmetry based up on student discussion and

their work on the Parthenon picture. 3. The symmetry book page (to be completed later) will be graded according to the

Symmetry Book Page Rubric (Appendix K). VI. CULMINATING ACTIVITY

A. Students will create a Geometry Book to demonstrate their knowledge of the concepts covered in this unit. There is an assignment/page for each of the following content areas: plane figures, perimeter, solid figures, points-lines-segments, symmetry. Directions are given on Page Assignments (Appendix L). The entire Geometry Book assignment is worth 60 points. It should be evaluated according to the Geometry Book Rubric (Appendix M). Work on the pages will take three lesson sessions at the end of the unit.

VII. HANDOUTS/STUDENT WORKSHEETS

A. Appendix A: Multiple Intelligence Profiles B. Appendix B: Geometry Survey C. Appendix C: Congruence Card Pairs D. Appendix D: Perimeter: All around the Garden E. Appendix E: Flashcard Faces Game F. Appendix F: Solids Quiz G. Appendix G: Solid Figures Book Page Rubric H. Appendix H: Parallel and Perpendicular Lines Venn Diagram I. Appendix I: Venn Diagram Rubric


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J. Appendix J: Making a Parthenon Picture K. Appendix K: Symmetry Book Page Rubric L. Appendix L: Page Assignments M. Appendix M: Geometry Book Rubric

VIII. BIBLIOGRAPHY

A. Burns, Marilyn. The I Hate Mathematics! Book. Boston: Little, Brown and Company, 1975. 0-329-13519-8.

B. Burns, Marilyn. The Greedy Triangle. New York: Scholastic Inc., 1994. 0-590-48991-7. C. Cherry, Lynne. How Groundhog’s Garden Grew. New York: The Blue Sky Press, 2003. 0-

439-32371-1. D. Core Knowledge. Core Knowledge Sequence. Charlottesville: Core Knowledge Foundation,

1999. 1-890517-20-8. E. Hirsch Jr., E.D. What Your Second Grader Needs to Know. New York: Dell Publishing,

1991. 0-385-31843-X. F. VanCleave, Janice. Geometry for Every Kid. New York: John Wiley & Sons, Inc., 1994. 0-

329-01198-7. G. Van de Walle, John. Elementary and Middle School Mathematics. New York: Addison

Wesley Longman Inc., 1997. 0-8013-1866-1.


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Appendix A

Multiple Intelligence Profiles

The work of Howard Gardner and other scientists has identified nine intelligences that are common to all human beings and that vary in degree in each person. A few of them are listed below. Verbal/Linguistic: Thinks and learns through written and spoken words; has the ability to memorize facts, fill in workbooks, take written tests, and enjoy reading Logical/Mathematical: Thinks deductively; deals with numbers and recognizes abstract patterns Visual/Spatial: Thinks in and visualizes images and pictures; has the ability to create graphic designs and communicate with diagrams and graphics Bodily/Kinesthetic: Learns through physical movement and body wisdom; has a sense of knowing through body memory Interpersonal: Learns and operates one-to-one, through group relationships, and communication; also depends on all of the other intelligences Intrapersonal: Enjoys and learns through self-reflection and working alone Naturalist: Loves nature and the outdoors, enjoys classifying species


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Appendix B

Name ____________________________________________

Geometry Survey

1. Write the name of some shapes you know; Draw a picture of the shape too. shape names

____________ ____________ ____________ ____________ drawings

2. How are these shapes alike? How are they different?


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Appendix B cont. Circle the congruent shapes.

4. Draw an X on the rectangle’s exterior. Draw a heart on the rectangle’s interior.


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Appendix C

Congruence Card Pairs

Preparation: make sets of two matching cards of congruent shapes by stacking two sheets of construction paper on top of each other and cutting them out. Use different colors of paper and cut out multi-sided polygons so that you have at least one card for each student in your class. To make the game more challenging make three or four of a particular shape (students must find all congruence partners). Play: Pass out a congruence card to each student. Tell them to examine their shape for a moment because they are going to try to find a classmate or classmates with a congruent (matching shape and size) card. After students have paired or grouped up, ask them to discuss strategies they used for finding out which shapes were congruent.


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Appendix D

Perimeter: All around the Garden

Name ____________________________________________ Groundhog is getting his garden ready for spring. He has three planting beds. They are shown below.

1. Groundhog likes to plant marigolds around the edge of his rectangle bed. He will pant marigolds one yard apart all the way around. How many marigold plants does he need to buy for the rectangle bed?

2. Groundhog wants to put a fence around his triangle shaped bed. How many yards of fencing does

he need to buy? 3. Groundhog will put a plant marker every foot on the West and East sides of his square bed. How

many plant markers will he need?

Scale: 1” = 1yd.

Groundhog’s Garden Map


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Appendix E

Flashcard Faces Game

This is a matching game in which the students match solid shapes with copies of the faces. Make “Face Flashcards” by tracing around the different faces of a solid shape as seen below. Trace onto an index card and leave cards intact. Or trace onto tag board and cut them out.

Game variations:

• Students choose a few flash cards without looking and then see what solid figures they can make with them.

• Pairs of students work together. One partner describes the faces/lays out a group of face flash

cards for a solid and the other partner has to determine what the solid is.

Students would have this solid in front of them, and they would have to select from a pile of shape “face flashcards” to collect a card for each face of the solid.

6 of these! Two circles

and a large rectangle for this cylinder


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Appendix F

Name ____________________________________________

S O L I D S Q U I Z

Fill in the blank with the correct name for each solid figure that matches the object listed. Choose from the word box above.

1. Our globe ___________________________________ 2. Dice _______________________________________ 3. Shoe box ___________________________________

4. Can of soda pop ______________________________

5. A pointed party hat ___________________________

6. bonus: Name the last solid figure we studied and tell where it can be seen

in our world (example object)!

triangle cone ball cube sphere cylinder rectangular prism triangular prism roll square pyramid


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Appendix G

Solid Figures Book Page Rubric Students can earn a total of fifteen points for this page. Explain and post this rubric when giving the assignment. 1 2 3 Student

Score Quality Overall

sloppy Work and/or only 1 example

One part is sloppy; 2 or more examples

Personal Best/Neat Work; 2 or more examples

Accuracy All wrong labels/or more than one misspelling

One wrong label or misspelling

All correct labels; spelled correctly

Drawing Can’t tell what figure it is supposed to be

XXXXXXXX Figure is identifiable

Writing Fewer than three lines; two of the details (what, why, or where) are missing

At least three lines; either what, why, or where is missing

At least three lines; tells what, why, and where

Name No name XXXXXXXX Name on page


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Appendix H Parallel and Perpendicular Lines Venn Diagram Name ____________________________

Parallel Perpendicular


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Appendix I

Venn Diagram Rubric Students can earn a total of fifteen points for this page. Explain and post this rubric when giving the assignment. 3 4 5 Student

Score Quality Overall

sloppy Work and/or only 2 examples per category

One part is sloppy; 3 or more examples per category

Personal Best/Neat Work; 3 or more examples per category

Accuracy More than one letter is misplaced on the diagram

One letter is misplaced on the diagram

All letters are correctly places on the diagram

Handwriting- Letter Formation

More than one improperly formed letters

One letter is improperly formed

All letters are correctly formed


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Appendix J Making a Parthenon Picture Students need: Scissors, glue, markers Construction paper: one piece of white 12” square (background) one piece of yellow 5” x 12” rectangle (pediment) one piece of blue 2” x 12” rectangle (frieze) eight orange ¾” x 6” rectangular strips (columns) one purple 12” x 1” rectangular strip (base)

• Fold white square in half to create a line of symmetry • Do the same with the yellow rectangle, then draw a diagonal line from the

top folded corner to the opposite bottom corner, cut on this diagonal line to make the symmetrical triangle top (pediment) part of the temple

• Now all the pieces are ready to be glued onto the white background. Gluing order: top (pediment—make sure the point lines up with the top edge of the white paper), frieze, base, columns (be sure to guide students on laying them out and spacing them properly so that they are arranged symmetrically)

• Decorate with markers


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Appendix K

Symmetry Book Page Rubric Students can earn a total of fifteen points for this page. Explain and post this rubric when giving the assignment. 1 2 3 Student

Score Quality Overall sloppy

Work and/or only 1 example

One part is sloppy; 2 or more examples

Personal Best/Neat Work; 2 or more examples

Accuracy/dotted line of symmetry

Line of symmetry is misplaced/wrong

Only one type of symmetry is identified

More than one type of symmetry is identified (ie. horizontal, vertical, rotational)

Drawing Can’t tell what figure it is supposed to be and/or it is not drawn symmetrically

XXXXXXXX Figure is identifiable and drawn symmetrically

Writing Fewer than three lines; two of the details (what, why, or where) are missing

At least three lines; either what, why, or where is missing

At least three lines; tells what, why, and where

Name No name XXXXXXXX Name on page


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Appendix L Page Assignments Plane Figures: Students are to create a robot using only square, circle, triangle, and rectangle shapes. This can be drawn or made with cut-outs. Ask students to include one or more sets of congruent shapes and identify them by marking them with a red letter C. Perimeter: Remind students of the worksheet they did (All around the Garden) and show it to them. Ask them to use a ruler to draw a square or rectangle and write a number sentence to show its perimeter measurements. Solid Figures: As homework students were supposed to be looking for examples of solid figures at school, home, and in their community. Now they will have to use some of their observations: 1. draw at least two examples of solid figure objects 2. label the solid figure and spell it correctly 3. Write at least three lines to tell what it is, why they think it was created that way and where they spotted it—for one of the drawn examples. Rubric = Appendix G Points-Lines-Segments: Ask students to write ‘MATH IS FUN’ (using all capital letters) on their paper like a poster or sign. Next instruct them to identify three of the following types of lines by labeling them: vertical, horizontal, parallel, perpendicular Symmetry: As homework students were supposed to be looking for examples of symmetry at school, home, and in their environment. Now they will have to use some of their observations: 1. draw at least two examples of symmetrical objects 2. mark the line of symmetry with a dotted-line 3. Write at least three lines to tell what it is, explain why it qualifies as being symmetrical, and where they spotted it—for one of the drawn examples. Rubric = Appendix L


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Appendix M

Geometry Book Rubric Students can earn a total of 60 points for their entire Geometry Book. Explain/post this rubric when going over the assignment. PLANE FIGURES 10 points possible

Used only plane figures to draw the robot Yes No 5 pts 0 pts

Labeled one or more pairs of congruent shapes with a red letter C Yes No 5 pts 0 pts

Student’s Score

PERIMETER 10 points possible

Drew a rectangle or a square Yes No 4 pts 0 pts

Correct number sentence for perimeter Yes No 4 pts 0 pts

Included unit of measurement Yes No 2 pts 0 pts

Student’s Score

SOLID FIGURES: See Appendix G POINTS, LINES, SEGMENTS MATH IS FUN-written in all caps and spelled correctly Yes No 2 pts 0 pts

Line type is labeled Yes No 2 pts 0pts

2nd line type is labeled Yes No 2 pts 0 pts

3rd line type is labeled Yes No 2 pts 0 pts

Correct spelling of all labels Yes No 2 pts 0 pts

Student’s Score

SYMMETRY: See Appendix


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geometry: fun figures & fine lines...2004 core knowledge® national conference, geometry: fun...

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